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3.2. Today's secular education.

The challenge of improving education is one of those educational problems, which over time does not lose their relevance. Special conditions for the formation ethnoelit of the NC today are characterized by lower value of the national art and science intellegence. These processes define and identify many of the negative processes in the republics. If the average in Russia for every high school graduate in higher education there is 1.2 of position, in Dagestan - 0.8, in Ingushetia - up to 0.7, and in Chechnya and Kabardino-Balkaria, this figure falls to 0.6. because of the high cost of education (among others) is more difficult for young women to enter in college than their brothers - the family did not want to invest in girls' education, which will eventually get married and will stay at home. In 2003 in Russia as a whole school attended 86.3% of 17-year old girls, and in the republics of the NC - a total of 61% attended to schools.

With a sharp commercialization of higher education were disappeared the quota to "natsmenov" (dismissive acronym, which the Soviet establishment used for national minorities), while the higher education system in the region was sustained without public funding and in most cases degraded compared with a fairly high standard of the Soviet era. No wonder that, having lost most of the institutionalized channels of upward mobility, Caucasians in major urban centers dominated by the Slavic population are forced to rely more on clan structures, underground economy and so-called "ethnic mafias."

A limited amount of resources devoted to education in the republics, led to the fact that throughout the NC school facilities were lacked. All this is combined with another, and lack of motivation and low salaries of teachers, so in the 2004-2005 school year, the number of students in secondary schools in Ingushetia on 92% higher than the number of places, and in some areas of the country the number of students more than three times the standards approved during construction. In Dagestan, in areas where the number of students far exceeds the standards, schools are working in three shifts. Interestingly workload of schools in terms of ethno-demographic characteristics: in some villages in the disputed Prigorodny region of North Ossetia (v. Kartsa) Ingush and Ossetian children are separated and go to different schools, but Ossetian schools are not completed and Ingush are more than overwcrowded.
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